From industry to classroom: Lived experiences of non-education graduates as professional teachers in the senior high school level

This qualitative phenomenological study examines the experiences of non-education graduates who transitioned into senior high school teaching roles in the Philippines. Amid teacher shortages and the need for industry-aligned instruction, individuals from diverse academic and professional backgrounds are increasingly recruited. Although Republic Act 10533 supports their inclusion, limited research explores how these non-traditional educators navigate their roles, particularly in private schools. Using purposive sampling, eight licensed teachers with at least two years of experience were selected from a private school in Baguio City. Data were collected through focus group discussions and narrative surveys and analyzed using Colaizzi’s seven-step method. The study identified key themes: (1) motivations for career transition, (2) pedagogical and administrative challenges, (3) coping and adaptation strategies, (4) institutional support, and (5) influence of prior academic and professional background. Findings show that while non-education graduates contribute valuable content knowledge and real-world perspectives, they often face difficulties in instructional planning, classroom management, and administrative tasks. Their success is shaped by resilience, peer support, and access to professional development. Although limited to one institution, the findings offer insights for policy and practice aimed at improving teacher preparation. Recommendations include context-specific onboarding, formal mentorship programs, and bridge training for career-changers to enhance retention and instructional quality. By centering the voices of non-traditional teachers, this study underscores the importance of inclusive, practice-informed pathways that integrate content expertise with pedagogical competence in senior high education.